L’interazione con gli oggetti fisici e sensibili come medium per una esperienza educativa

The current context, populated by billions of data and information generated and shared every second outside and inside the network, makes every single communication less and less effective. Technology has allowed us to accumulate more and more data and there is a growing desire to make sense of this amount. Recovering a relationship with the data from the educational value, giving it physicality, telling stories and interacting with it is the key to transform it into information that can be used to improve decision-making. The rhetorical dimension of the data offers itself as an opportunity to build a new perspective to the elaborations of design, a perspective that can transform information back into experience by returning to the subject that positive dimension that can make it a new interlocutor of reality and protagonist of the construction of knowledge. The structure of the thesis provides for the connection of three areas, such as educational innovation, information and interaction, considered fundamental today, to access knowledge in the digital age. To this end, we want to propose an itinerary that starts from the representation of the data to arrive at some new proposals for interaction, outlining the steps of an innovative educational strategy. First, it will be necessary to make a distinction between representation and visualization: while representation has a neutral character, visualization is always functional to an intention of the subject that realizes it. It is not by chance that the areas in which most data visualizations are proposed today are those of infographics (which always have the task of wanting to prove something) of datajournalism (here too the data is subservient to the thesis of the journalist) or the most recent datapoiesis where knowledge is intentionally transmitted by physical sensory realizations. A particular area in which data visualization grows to become something useful from a social point of view is the educational field. Here visualization is characterized by three characteristics: it is functional to a pedagogical theory, it needs confidence to be transmitted, it needs the learner to accept it and work and to relate to it, in order to complete his task. Here lies the third and decisive growth of the data, that is, the need for it to become truly interactive, capable of generating educational trust because it brings aesthetic trust: Beauty and design become functional to a social process that aims to build a shared knowledge and the full recovery of man’s relationship with reality.